全文获取类型
收费全文 | 51260篇 |
免费 | 1993篇 |
国内免费 | 20篇 |
出版年
2020年 | 528篇 |
2019年 | 725篇 |
2018年 | 931篇 |
2017年 | 979篇 |
2016年 | 1015篇 |
2015年 | 696篇 |
2014年 | 914篇 |
2013年 | 4039篇 |
2012年 | 1602篇 |
2011年 | 1669篇 |
2010年 | 1061篇 |
2009年 | 1026篇 |
2008年 | 1468篇 |
2007年 | 1517篇 |
2006年 | 1375篇 |
2005年 | 1192篇 |
2004年 | 1171篇 |
2003年 | 1085篇 |
2002年 | 1090篇 |
2001年 | 1536篇 |
2000年 | 1529篇 |
1999年 | 1146篇 |
1998年 | 557篇 |
1997年 | 507篇 |
1996年 | 486篇 |
1995年 | 495篇 |
1994年 | 475篇 |
1992年 | 964篇 |
1991年 | 882篇 |
1990年 | 950篇 |
1989年 | 834篇 |
1988年 | 855篇 |
1987年 | 793篇 |
1986年 | 801篇 |
1985年 | 774篇 |
1984年 | 667篇 |
1983年 | 653篇 |
1982年 | 483篇 |
1979年 | 779篇 |
1978年 | 589篇 |
1975年 | 644篇 |
1974年 | 711篇 |
1973年 | 753篇 |
1972年 | 578篇 |
1971年 | 576篇 |
1970年 | 492篇 |
1969年 | 571篇 |
1968年 | 699篇 |
1967年 | 644篇 |
1966年 | 539篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
981.
The purpose of this study was to investigate independent and interactive effects of physical attractiveness (PA), sex, and task sex-typing on performance evaluations. Subjects were 216 college women who read poorquality essays written on masculine, feminine, or neutral topics. Essays supposedly were written by a male or a female student who was either attractive, unattractive, or physically unidentified. Results indicated that PA enhanced evaluations of both male and female essayists, except for the predicted effect that female attractiveness is less beneficial for masculine than feminine task performances. Women did not evaluate the sexes differently, and sexism was largely restricted to the interactive effects of PA. PA stereotypes also affected causal attributions of performers' outcomes in a manner consistent with attribution theory. These data are considered in the context of the existing literature and the directions for further research on sexism and beautyism. 相似文献
982.
Reports of learning from 119 participants of 18 general psychodynamic groups from the 1981 and 1982 annual meetings of the Canadian Group Psychotherapy Association were investigated. Two main learning factors emerged from a factor analysis of participant ratings, learning about oneself in a small group (factor one) and learning how to be an effective leader with professional skills (factor two). Participants reported moderate to considerable learning for both factors even though the stated task of the groups did not emphasize the learning of professional skills. Relationships between several classes of variables (group, leader, demographic) and reported learning were studied. Results that were consistent with several previous investigations were found. The discovery of a participant, sex-difference finding, i.e., greater reported learning by the women, generated a number of questions that may be addressed in future investigations.This article was derived from a paper presented at the Fourth Annual Meeting of the Canadian Group Psychotherapy Association, October 27, 1983, Banff, Canada. 相似文献
983.
984.
Claudia Card Jacquelynne S. Eccles Adrienne L. Zihlman Mary Lou Wylie 《Sex roles》1984,10(9-10):837-843
985.
Murray L. Wax 《Zygon》1984,19(1):5-20
Abstract. The English term religion is used to refer to local Christian churches, their organizations, and their practices. Nevertheless, Western anthropologists have tried to utilize it as if it were a technical term with universal applicability. Anthropologists have sought to characterize religion by several dichotomies, although their own field researches have revealed the irrelevance of such dichotomies as well as the fact that non-Western peoples do not recognize an entity equivalent to religion. Were the characteristics used by anthropologists in defining religion precisely applied to Western societies, then several other kinds of organizations, ceremonials, and practices would have as much, or even greater, claim to being included within the rubric of religion as the Christian and allied churches. The consequence of this conceptual imprecision has been the theoretical stagnation noted by eminent theorists. 相似文献
986.
Fraley LE 《The Behavior analyst / MABA》1984,7(1):17-28
The traditional concept of belief is analyzed and compared with a behavior analytic concept of belief. Beliefs and belief statements are differentiated and relationships between them are examined. The often troublesome inconsistencies in people's beliefs are examined in general and explained, including the phenomena of compartmentalization and repression. Social implications are pursued relative to both punishment for inconsistency in belief and counter-controls thwarting such punishment. The role of teachers in shaping beliefs is analyzed, and appropriate teaching strategies are reviewed. 相似文献
987.
This paper discusses an exploratory investigation concerned with the long range questions: How does group psychotherapy help patients? and How can psychiatry residency programs best train residents to treat patients in therapeutic groups? Group psychotherapy has come to be accepted in its own right as a decisive contribution to the study of and relief of emotional disorders. As a component of comprehensive psychiatric services it is indispensable. However, while its clinical value has been demonstrated, its scientific validity has not. A Group Process Inventory has been developed by the author and has been utilized for the past two years by psychiatric residents in recording the process of their therapeutic groups in a teaching hospital mental hygiene clinic. The preliminary use of this recording as a clinical-teaching instrument has proven effective. This inventory is being revised to serve as a research instrument. 相似文献
988.
Helen L. Evans Russell T. Jones 《Journal of psychopathology and behavioral assessment》1984,6(3):207-218
This investigation was designed to ascertain the effects of instructions, criterion setting, and the presence of tangible rewards on the self-reinforcement process. Fifty-two third- and fourth-grade subjects were assigned to one of four treatment groups: (a) stringent instructions/criterion setting/tangible reward, (b) stringent instructions/criterion setting/no tangible reward, (c) nonstringent instructions/criterion setting/tangible reward, and (d) nonstringent instructions/no tangible reward. In the stringent-instruction conditions, subjects received social reinforcement for selecting stringent performance criteria, whereas in the non-stringent-instruction conditions, social reinforcement was withheld. Subjects in the tangible-reward groups were allowed to select a prize following the successful completion of their self-selected work performance. Subjects in the no-tangible-reward groups received no prizes for their work. All subjects performed an arithmetic task in which the number of correct problems completed, number of problems attempted, and time at task served as dependent variables across five reinforcement and two extinction trials. The results suggest that the condition of stringent instructions, criterion setting, and tangible reward was more effective in producing behavior change than the other three conditions. Perceived task difficulty and previous achievement on arithmetic task performance were shown to affect criteria selected and mathematical performance. The results are discussed in light of the contributory role of instructions, criterion setting, and tangible rewards on the self-reinforcement procedure.This study is based on a doctoral dissertation submitted to the Faculty of Arts and Sciences at the University of Pittsburgh by Helen L. Evans. Dr. Russell T. Jones was the dissertation committee chairperson. It was partially funded by an American Psychological Association Minority Fellowship awarded to the first author. Special thanks are extended to the committee members, Drs. Lloyd Bond, Robert Glaser, Johnny Matson, and Samuel M. Turner, for their assistance. The authors would like to thank Thomas DeVoge, Paul Karoly, and Samuel M. Turner for reading and commenting on an early draft of this study. Portions of this paper were presented at the 1982 APA convention. 相似文献
989.
Myron Charles Baker Diana F. Tomback Daniel B. Thompson Tad C. Theimer Dana C. Bradley 《Learning and motivation》1984,15(4):428-440
The functional significance of learned population differences in male song in the white-crowned sparrow was explored in natural populations using playback tests. Laboratory results have shown that learning of the population-specific song seems to take place in early life and is strongly dependent upon the nature of the auditory experience at that time. However, the varied results of recent studies make it difficult to reach a confident conclusion about the ecological functions of song learning. The present research took advantage of naturally occurring variation in the differences between songs of adjacent populations to determine a function relating degree of difference in song to intensity of territorial singing elicited. Applying a typological evaluation of syllable structure to the four segments of the song allowed a crude quantitative ranking of the differences between local songs and playback stimuli. These results, together with those of other studies, suggest a unimodal aggressive response function of males to songs of other males. A maximum response to songs slightly different from the local song environment suggests that male exclusion based upon acquired song components may contribute to the maintenance of discrete and stable song dialects. 相似文献
990.
Three experiments are described which elaborate some of the conditions under which rats will contact and manipulate a periodically presented retractable lever. Experiment 1 demonstrated that (i) initial manipulative oral and manual contact with the lever was facilitated if the rat had previous experience of food delivery in the experimental chamber; (ii) persistence in contacting the lever on successive presentations was a function of whether food continued to be presented in the experimental environment; and (iii) food satiation significantly reduced the tendency of the rat to contact the lever even though an expectancy of food had previously been established under conditions of food deprivation. Experiment 2 suggested that the tendency to approach and contact the lever was in part a function of the local moment-to-moment conditional probability of food delivery. Experiment 3 found that the probability of contacting the lever was higher during presentation of an auditory CS signaling a high rate of food delivery than during stimuli signaling no food at all. These results are interpreted as suggesting that the food-signaling aspects of an appetitive CS and that CS's ability to generate signal-directed behaviors are experimentall separable properties. 相似文献